排序方式: 共有19条查询结果,搜索用时 15 毫秒
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PATRICIA MCCARTHY SHARON SUGDEN MICHELLE KOKER FRANK LAMENDOLA STEVE MAURER SALINA RENNINGER 《Counselor Education & Supervision》1995,35(2):130-138
Informed consent in clinical supervision should be explicitly addressed. Areas to be covered in a written statement and suggestions for discussing informed consent in an initial supervision session are given. 相似文献
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STEVE Kennewell 《Education and Information Technologies》1997,2(3):247-260
This paper examines from a number of perspectives a small research project that involved the development and evaluation of a crosscurricular course in computer modelling. It sets out briefly the context, design and results of the project in order both to explain the potential of computer modelling activities in learning to represent quantitative variation, and also to highlight the need to develop teachers' pedagogical practices. The role of information technology (IT) in providing support for generic modelling skills is discussed, and theories of teachers' knowledge growth are used to analyse the challenges for professional development in IT, particularly concerning matters that are relevant to more than one discipline. Conclusions are drawn concerning the need to integrate curriculum development, professional development and different areas of expertise in educational computing research if teachers are to be adequately supported in integrating IT into their teaching, rather than merely attaching it to their existing curricula 相似文献
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ROSE MARIE HOFFMAN 《Counselor Education & Supervision》1996,36(2):104-112
Education about gender-related issues has been identified as a critical element in the training of counselors. Suggestions are offered for incorporating gender issues into counselor education programs. 相似文献
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TERRY McMORRIS STEVE MYERS WILLIAM W. MacGILLIVARY JAMES R. SEXSMITH JOANNE FALLOWFIELD JAN GRAYDON 《Journal of sports sciences》2013,31(8):667-676
The main aim of this study was to compare the decision-making performance of college soccer players on a soccer-specific, tachistoscopically presented test, at rest and while exercising at their adrenaline threshold and at their maximum power output. These were determined following an incremental test to exhaustion on a cycle ergometer. After the initial maximum power test, participants (n= 9) were allowed 10 habituation trials on the soccer decision-making test. Participants' decision-making performance was tested at rest, while cycling at a power output that had previously been determined to elicit their adrenaline threshold and while cycling at maximum power output. Accuracy and speed of decision were the dependent variables. A one-way repeated measures analysis of variance showed no significant effect of exercise on accuracy, and showed speed of decision to be significantly affected by exercise. Tukey post-hoc tests showed that speed of decision at rest was significantly slower than in the other two conditions, which did not differ significantly from one another. Based on allocatable resources theories of arousal and performance, we conclude that the adrenaline threshold may be indicative of increases in the resources available to the individual. Furthermore, we considered that exercise at maximum power output may only induce a moderate rather than a high level of arousal. 相似文献
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This article honors the contributions of Michael Pressley and examines 5 roles that were critical to his work as an educational psychologist: teacher, scholar, critic, builder, and mentor. We draw on Michael's life to illustrate how he carried out each of these roles and propose that educational psychologists in higher education in the new millennium should assume all 5 of these roles throughout the majority of their careers. 相似文献
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This article examines teachers' working identities, focusing on gender inequities among teachers, within the school system, and in society, especially in relation to their competence with and use of computers. It highlights some of the less obvious tensions that are central to the work of teaching in relation to these new technologies, paying explicit attention to the gender inequities that continue to structure our understandings of both teaching as a profession and technology as a cultural artefact. In particular, the article documents how, for the teachers who were studied, perceptions of expertise and experiences of access in relation to new technologies were produced and maintained by the gender inequities evident in computing cultures pervasive in both schools and society more generally. 相似文献